Abstract

This chapter discusses a project aiming to extend current understandings of how emerging technologies can be used in preschools to support collaborative learning of real-life science phenomena. Based on the theoretical framework of phenomenography and a mixed-methods approach, the study examined the potential of computer tablets to support collaborative inquiry-based science learning in preschools, with a special interest in explanatory models, active involvement, collaboration and reflective and critical thinking. The research specifically investigated the role of time-lapse and stop-motion animations in developing children’s understanding of science phenomena. In synthesising two domains of science learning, content (concepts, explanatory models) and investigations (hypotheses, problematising, questions, experiments), the study reported in this chapter shows how stop-motion animations help children to more consciously consider concepts and explanatory models. The reported analysis of the empirical data from the first phase of the project shows the potential for the use of stop-motion for teachers and children in preschools to jointly develop, enact and evaluate learning activities in science scaffolded by ubiquitous technologies.

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